Instructional Plan Dan OBrien CUR 516

Title
Computer numerical control, CNC, lathe programming.
Description
This courses covers beginning Computer Numerical Control, CNC, programming of
two axis lathes. Concepts covered will be Cartesian coordinate systems and axis of
CNC lathes, preparatory and miscellaneous functions as they relate to writing CNC
programs. Concepts explored will be utilization of linear interpolation, circular
interpolation, canned cycles, sub program techniques, constant surface speed
control and constant revolutions per minute. Students will participate in the course
format by viewing instructional videos and materials online and also attend onsite
computer and equipment demonstrations. Students will complete and submit online
programming exercises and attend on site weekly laboratory activities, two units.
Target Audience
Community college students seeking certificates and training in CNC machining,
consisting of recent high school graduates, full time and part time employed
persons of manufacturing companies, unemployed workers seeking new job skills,
veterans recently entering civilian life and those unemployed. Typical machine
technology department course age ranges from eighteen to sixty years old.
Demographics of Fullerton College are 50% Hispanic, 24% White, 18% Asian, 5%
Black and 3% other. The college overall is 48% male and 52% female, machine tool
technical courses are usually 95% male.
Delivery modality and length of course or training session
This course is to be offered in a hybrid format utilizing online exercises and
assignments through a learning management system (Blackboard and or
Mygateway). The course will offer online demonstrations utilizing youtube video
lectures and demonstrations, on site laboratory assignment and activities. This
course is eight weeks in length with lecture and laboratory activities.
Course Goals
Solve geometric solutions and mathematical equations to determine proper CNC
program coordinates.
Establish safe programming procedures.
Write CNC lathe programs and download into CNC controls.
Troubleshoot common problems with CNC programs.

Course Objectives
Given part drawing specifications and a calculator the CNC lathe programming
student should be able to calculate toolpath locations for CNC programs that will
produce parts to drawing specifications.
The CNC lathe programming student should be able to follow accepted industry
standards for safe programming practices on CNC lathes that will ensure safe
machine functioning.
Given a media storage device, computer, software and CNC machine tool the CNC
lathe programming student should be able to download a CNC program into the
control in three attempts or less.
The CNC lathe student should be able to troubleshoot common programming
problems on CNC lathe controls within a ten minute period of time.
Course objectives are to be achieved utilizing project based learning assignments
and collaborative learning, students will be encouraged to use critical thinking skills
to solve common problems encountered in the manufacturing industry. Problem
based learning activities will be assigned and solutions sought individually and with
collaborative group efforts. Students will learn the basics if CNC machine
programming techniques that are common within manufacturing organizations.
Learners will use formulas and equations that are common to the machining
industry to calculate cutter path locations that are necessary for CNC programs.
Practical programming problems will first be presented in a classroom and or online
environment. Assignments will be given that require students to download the CNC
programs that the student has produced into CNC machine tool controls. Students
will then be faced with the task of debugging programming errors utilizing graphical
machine editors and troubleshooting methods applied to the CNC control.
Instructional methods will include lecture and classroom demonstration utilizing a
white board, computer and overhead projector. Online content will be available for
additional course lectures and demonstrations to help reinforce classroom and
online content learning. Live demonstrations will be provided in on site laboratory
activities. Hands on activities to include students producing and manufacturing
parts from part programs produced by the student. Course length is eight weeks
and includes sixty four hours of instruction, eight hours per week. The course is four
hours of lecture and demonstrations per week in a traditional classroom
environment along with online content. Laboratory activities are four hours per
week consisting of instructor led demonstrations, student practice and work towards
solutions of problem based learning assignments.

Course Length and Resource Requirements

Total course length is eight weeks, anticipated start date is the start and or midpoint
of a sixteen week typical college semester or eight week summer session. This
course consist of two, four hour sessions per week for eight weeks. Implementation
will require faculty generated course curriculum and requirements per the Fullerton
College curriculum system, curricunet. Administrative and district level approvals
need to be obtained prior to course approval and scheduling. Resources required
are two to four CNC lathes with three jaw chucks or collet systems capable of
holding one inch diameter bar. A minimum of ten PC computers with notepad for
program editing must be available during class and laboratory activities. Cutting
tools and inserts for rough and finish turn operations are required to machine
student programmed parts. Part-off tool with inserts capable of parting and
grooving operations is required to cut student project parts from the bar stock.
Project materials include four, twelve foot lengths each of one inch diameter
aluminum and cold rolled steel round bar. Classroom facility with white board,
demo computer with online access and overhead projector, desks and chairs for up
to twenty students.
Facilitator / Instructor Requirements and Pre-requisites
The instructor for this course needs to possess a minimum six years industry
experience and two year associates degree or a Bachelors degree and two years
industry experience. Requirements are set by the North Orange County Community
College district. Prior teaching experience in the industrial training field is
preferred.
Student Pre-requisites
Students should have completed basic level machine technology course work prior
to enrolling in this course. Students can also enroll in this class with prior industry
experience in the field of machine tool technology.
Implementation
Utilizing the machine technology department vocational advisory committee the
plan will be discussed and communicated to ensure requirements are met for entry
level employment skills. Interest in this course will be generated with advisory
members and local area manufacturing businesses seeking training opportunities
for employees and better trained recruits. Students enrolled in the program can
learn in demand job skills in an eight week period of time and be employable by
these companies. Additional program interest can be generated with announcing
new course details on our department webpage and facebook page.
Advertisements of program and course details can also be placed in local trade
publication magazines.

In the event there are more participants than the course can accommodate
enrollment will take place in a first come first served order per set procedures
established by the college. A pre-test can be administered to help ensure learner
readiness and prevent unprepared learners from enrolling.
Student Assessments
Course assignments will be submitted weekly for evaluation of understanding of
concepts covered in the classroom and laboratory activities. Assignments will
include the creation of CNC lathe part programs that will lead to the creation parts
on CNC machines towards the end of the course. One midterm exam at the fourth
week will be administered and one final exam in the eighth week. Homework
assignments assigned in week three and seven will consist of study materials to
help with successful completion of exams, all exams will be open book and open
note. Students will earn two points for attending each week and three points for
participating in class activities. Student learning outcomes will be matched with the
objectives of the course and will be directly tied in to selected test questions and
performance analysis of laboratory activities. This process of matching objectives
to actual test questions and laboratory performance will serve as evaluation
assessments that can be utilized for summative assessment activities.
CNC Lathe Course Points Chart
100 Total Course
Points

In Class / Lab
Participation

Homework and
Lab Assignments

Week #1

Week #2

10

Week #3

10

Week #4

15

Week #5

Week #6

10

Week #7

10

Week #8
Total

Practical Exams

15
30

40

30

Formative and Summative Course Assessments

Course evaluation strategies shall be employed to ensure effective delivery of
instruction, assess student course satisfaction and provide feedback data to the
administrative stakeholders of this course.
Formative assessments will consist of a three phase method derived from Dick,
Carey and Carey in 2009. The first phase will include a control group of potential
learners that represent a range of the typical demographics that would take this
course. Initial reactions to instructional materials shall be noted along with an
administered pre-test prior to the course and a post-test administered after the
course completion. Phase two of this assessment shall note the learners reactions
to instructional materials and recording if instruction is being delivered as intended
in the course outline and instructional plan. Learners are to be observed in
laboratory activities to determine if instructional has been effective in enabling
students to proceed with assignments and laboratory activities. Attitude
questionnaires can also be administered at this time to get the opinions and
attitudes of students who will eventually enroll in this course. A third phase of the
formative assessment shall include a field trial of the course implementations to
make sure the course can be delivered in the environment that it is being offered.
Rapid prototyping and usability testing methods can also record and enhance
learners reactions and successfully delivery of instructional materials.
Summative assessments are to be conducted to ensure the effectiveness of the
instructional design and to provide a path for the continuous improvement or the
course. The assessment model by Smith and Ragan includes a series of steps to
collect, analyze and summarize data to justify the value of the instruction. The
goals of the evaluation will answer questions as to what is required by the
stakeholders administering the instruction. Indicators of success shall be selected
as objective and subjective data to allow for an effective overall course evaluation.
Included in the process is a report analysis, summary and background information
that will be an indicator of the success of the course and the students who
successfully complete it.
Course outline
This course is intended to be offered with sixteen four hour class and laboratory
sections over eight weeks. It is recommended that break times be established and
ten minutes of break per hour is recommended to keep learners and instructors
alert. Attendance should be taken prior to the first break on the first class meeting
and shortly after the start of each class after.
Meeting One

First class have donuts and coffee for morning class, cookies and coffee for evening
class. Spend first fifteen minutes socializing with students while waiting for those
lost in our parking lot.
Instructor introduction, background and experience in the subject area.
Dress requirements for laboratory activities closed toe shoes, no long
sleeves, no loose or baggy clothing, long hair needs securing under a hat or
hair net.
Required materials, flash drive for CNC programs, scientific calculator, ruler,
circle template and note paper, pencils and pens, course textbook.
Course description and projects, pass sample projects around for students to
see.
Course scheduled time and attendance requirements, inform students that
class will start promptly at assigned course times.
Basic course outline and rules for operating equipment.
Show how to view and access available online course content on overhead
projector.
Walk and give tour of facility to students showing where to find features that
will be needed in the course.
Have students access online course materials after class and review
document on Cartesian coordinate systems and how they relate to machine
tools.
Meeting Two
Start class promptly at scheduled start time.
Review the previous class meeting material, make sure students have
required materials and are dressed appropriately for class.
Lecture and demonstration on Cartesian coordinates and how they relate to
machine tools, use white board to draw axis orientations of different types of
machine tools.
Discuss the concept of absolute and incremental positioning systems, draw
an example on the white board with at least five coordinate points, solve the
first few points and have the students assist solving the remaining.
Explain basic concepts of CNC machine language numeric value input with
the decimal format.
Explain non decimal format for programming features that require this form
of input.
Demonstrate to students in the laboratory the axis and positioning
movements of CNC lathes by turning on a machine and moving each axis in
the available handle increments. Have students perform machine start up
procedures and move the axis on the laboratory machines.
Demonstrate proper power down procedures.
Homework Have students review online media content on CNC lathe basics
available through our learning management system, mygateway.

Meeting Three
Review of previous meeting materials.
Ask what students gained or noticed from the assigned media CNC lathe
basics, discuss with students and answer questions on media content.
Introduction to lathe programming coordinates, diameter and radius formats,
machine zero and part zero positions.
Draw lathe part geometry on the whiteboard and demonstrate how to
calculate part feature locations (PCF) in diameter format for lathe parts. Draw
and second part and have the students solve the PCF locations.
Homework, handout print of a lathe part, have students define the PCF
positions in diameter format. Online instructional media available on
mygateway to reinforce lecture and demonstration portions of meeting three.
Meeting Four
Review of previous meeting materials.
Ask students of any troubles or questions with the homework assignment.
Answer questions, do not collect homework until the end of class to allow
student to correct or complete the assignment.
Discuss cutting tools commonly used on CNC lathes, pass several examples
around to the class to see up close. Explain tool contact point positions and
how the tool nose radius (TNR) affects programming coordinates.
CNC lathe programming format, how to safely start programs, turn on
spindles and other functions, approach workpieces and begin cutting
operations.
Homework, review basic G & M codes used in lathe programming for quiz the
following class. Online materials lathe basics and programming format and
the concept of speeds and feeds for machining operations.
Meeting Five
Review of previous class materials, give student ten minutes to study for
quiz.
Give basic G & M code quiz, fifteen minutes maximum time.
Explain the concept of cutting speeds and surface feet per minute
Explain feeds as expressed in inches per revolution (IPR) for most lathe
applications.
Discuss the need for TNR considerations for facing and turning operations.
Demonstrate how to write a CNC lathe program for a part with a chamfer,
radius and two diameters. Use whiteboard in the classroom, show on board
how to draw in TNR positions relative to part geometry.
Have students calculate geometry positions with their ruler, circle templates,
paper and calculator.
Show how to mathematically solve right triangles with an easy step by step
method.

Homework, write a CNC lathe program for a part with a radius, chamfer and
two diameters similar to example. Homework assignment is due in class
meeting seven.
Online materials lathe basic programming methods and techniques to
support homework assignment.

Meeting Six
Review of previous class materials.
Hand back basic G & M code quiz from previous class, review with students.
Allow students to retake the quiz for a maximum 80% grade at the end of
class.
Demonstrate process of downloading CNC programs into machines.
Demonstrate graphical editors and program debugging methods.
Demonstrate how to verify machine tool setting positions prior to program
execution.
Instructor will verify machine setup data and student CNC programs prior to
program execution.
Instructor will assist and continue to demonstrate procedures required for
program execution.
Quiz redo for struggling students.
Homework, access online video of machine procedures, review as needed to
reinforce instructor demonstrated content.
Meeting Seven
Review of previous class materials.
Hand back basic G & M code quiz from students who retook the quiz.
Answer questions in class on programming problems.
Have students who have completed their assignment help those who still are
trying to make their programs work.
Laboratory activities, complete homework assignment, students to hand in
print out of their CNC lathe program and a part that was machined from their
program.
Midterm review, go over test questions, true false, multiple choice and some
fill in the blank questions.
Meeting Eight
Review of previous class materials and laboratory activities.
Answer any questions students may have.
Answer any questions relating to the midterm exam.
Allow laboratory activities until the second hour of class.
Hand out midterm exam at start of second class hour.
Homework, review online content on tool nose radius compensation features
on machines.

Meeting Nine
Hand back graded midterms and review with students.
Introduction of new programming concept, tool nose radius compensation.
Demonstrate programming concepts with TNR compensation.
Demonstrate how to calculate PCF locations on parts with more complicated
geometries consisting of several different diameters, radiuses and angular
features.
Homework, write a CNC lathe program for a part with a multiple radiuses,
chamfers and diameters similar to example. Homework assignment is due in
class meeting eleven.
Meeting Ten
Review of previous class materials.
Answer questions in class on programming problems.
Laboratory activities, complete homework assignment, students to hand in
print out of their CNC lathe program and a part that was machined from their
program.
Have students who have completed their assignment help those who still are
trying to make their programs work.
Homework, review online content on rough and finish turning canned cycles
for CNC lathes.
Meeting Eleven
Review previous class materials.
Answer student questions on programming problems.
Demonstrate programming concepts utilizing rough and finish turn cycles,
G70 & G71.
Demonstrate how to program PCF locations and common considerations that
are required for use of canned cycles.
Write an in class program demonstrating the use of rough and finish turning
canned cycles.
Laboratory, have students finish up homework assignments or start on new
assignment.
Homework, write a CNC lathe program for a part similar to the example.
Homework assignment is due in class meeting thirteen.
Meeting Twelve
Review of previous class materials.
Answer questions in class on programming problems.
Laboratory activities, complete homework assignment, students to hand in
print out of their CNC lathe program and a part that was machined from their
program.
Have students who have completed their assignment help those who still are
trying to make their programs work.

Homework, review online content on grooving canned cycles for CNC lathes.

Meeting Thirteen
Review previous class materials.
Answer student questions on programming problems.
Demonstrate programming concepts utilizing grooving cycle, G74 and
threading cycle G76.
Demonstrate how to program PCF locations and common considerations that
are required for use of canned cycles.
Write an in class program demonstrating the use grooving and threading
canned cycles.
Laboratory, have students finish up homework assignments or start on new
assignment.
Homework, write a CNC lathe program for a part similar to the example.
Homework assignment is due in class meeting fifteen.
Meeting Fourteen
Review of previous class materials.
Answer questions in class on programming problems.
Laboratory activities, complete homework assignment, students to hand in
print out of their CNC lathe program and a part that was machined from their
program.
Have students who have completed their assignment help those who still are
trying to make their programs work.
Homework, review online content on preparing soft-jaws and work-holding
applications for CNC lathe applications.
Meeting Fifteen
Review of previous class materials.
Answer questions in class on programming problems.
Have students who have completed their assignment help those who still are
trying to make their programs work.
Laboratory activities, complete homework assignment, students to hand in
print out of their CNC lathe program and a part that was machined from their
program.
Final review, go over sample final part. Final is a practical programming
problem of writing a complete CNC lathe program that will incorporate all
features covered in the class. The test is open book, open note.
Meeting Sixteen
Course review and concepts covered to help students recall information for
the final exam, remind students of open note and book policy.

Final exam instructions, solve PCF and mathematical calculations first prior to
writing CNC programs. PCF calculations will assigned 40% of the final exam
point value.
Give students remaining class period to complete program writing tasks.
Final exams do not include any on machine operations as time will not allow.

References
Brown A., Green T. D., (2011). The Essentials of Instructional Design, Connecting
Fundamental Principles with Process and Practice. Pearson (2 nd ed ).
Fullerton College annual report 2013-14 Retrieved from
http://www.fullcoll.edu/sites/all/userfiles/file/AnnualReport1314.pdf
Hodell, C (2016). ISD From the ground up; A no nonsense approach to instructional
design. Virginia: American society for training and development.
Wlodkowski R.J., & Ginsberg M.B. (2010). Teaching Intensive and Accelerated
Courses, Instruction that motivates learning. San Francisco, CA: Jossey Bass.